Demographic Factors and Academic Outcomes Associated With Taking a Leave of Absence From Medical School

Nguyen, Mytien; Song, Seo Ho; Ferritto, Angelina; Ata, Ashar; Mason, Hyacinth R. C.

doi:10.1001/jamanetworkopen.2020.33570

Cited by 16 publications

(17 citation statements)

References 3 publications

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“…While rigid absence policies always had the potential to adversely affect student well-being, as we diversify medicine, they contribute to inequities in medical education because students who take a leave are less likely to graduate and are more likely to be non-White, racial/ethnic minorities or nontraditional students and/or come from low socioeconomic households. 19 Motivations to maintain the physician pipeline throughout the pandemic meant that schools made more exceptions to absence policies than ever before. For example, at one of the author’s (M.W.)…”

Section: Issues Facing Medical Studentsmentioning

confidence: 99%

Impact of COVID-19 on Medical Education: Perspectives From Students

2022

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This article provides an overview of issues facing medical students in such key areas as communication, preclinical and clinical education, increased isolation, disruption to time-based curricula, inequities in virtual learning, racial trauma, medical student activism, increased conversations surrounding race and racism, LGBTQIA+ students, dual-degree students, and the virtual residency cycle. This article described challenges navigated by medical students during the COVID-19 pandemic, as well as triumphs resulting from the disruption and actionable recommendations in key areas. While the pandemic presented new challenges for medical students, it also uncovered or exacerbated long-standing problems. The intent is for medical schools and institutions to use these recommendations to create learning environments that do not depend on medical student resilience. The main takeaways for medical schools are to: (1) maintain an individualized and learner-centered ethos while remaining dynamic, flexible, and ready to embrace both immediate and incremental changes; (2) maintain open lines of communication; (3) implement policies and practices that support students’ academic, physical, and mental well-being; (4) engage and support students who bear historically disadvantaged identities on the basis of race, ethnicity, sexual orientation, gender, or disability; and (5) support creative and collaborative partnerships between medical institutions and students to ensure the ongoing evolution of medical education to meet the needs of learners and patients.

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Section: Issues Facing Medical Studentsmentioning

confidence: 99%

Impact of COVID-19 on Medical Education: Perspectives From Students

2022

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“…[ 18 ] There are reports that age of medical student does not affect the leave of absence rate in U.S. medical school. [ 19 , 20 ] Furthermore, one systematic review also showed negative correlation between age and United States Medical Licensing Examination Step 2 clinical knowledge. [ 21 ] These results in the U.S. are generally compatible to this study.…”

Section: Discussionmentioning

confidence: 99%

Comparison of Younger and Older medical student performance outcomes: A retrospective analysis in Japan

Komasawa¹,

Terasaki²,

Takitani³

et al. 2022

Medicine

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The present study examined the impact of age on medical student repeat-year experience and performance outcomes on the objective structured clinical examination (OSCE), Clinical Clerkship (CC), and other relevant examinations in the Japanese medical school system. This retrospective analysis examined the number of students with repeat-years and the years required to graduate, stratifying students by the age they entered medical school (Younger: within 4 years of high school graduation; Older: 5 or more years after high school graduation). Scores of the Pre-CC OSCE, Computer-based testing (CBT), CC performance, CC integrative test, and graduation exams were compared among those graduating from our medical school between 2018 and 2020, and examined correlations between student age and performance outcomes. From 2018 to 2020, 328 medical students graduated. Of these, 283 had entered within 4 years of high school graduation (Younger), while 45 did so 5 or more years after high school graduation (Older). The number of repeat-years did not differ significantly between groups. The average number of years required to graduate was slightly higher for the Older group and the Younger group scored significantly higher on the CC integrative test. No significant differences were found for the remaining tests. These results suggest that older medical students in general show no significant inferiority in their performance of most clinical skills and competencies relative to younger students in Japan.

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“…In the premedical preparation and application stages, first-generation respondents reported higher participation in non-medical paid work and lower participation in research apprenticeships, perhaps due to structural vulnerabilities related to income, time, and social connections. Although there is a paucity of research on first-generation college graduates’ experiences during medical school, recent data show that first-generation college graduates were neither more nor less likely to take a leave of absence compared with their continuing-generation counterparts [ 39 ], suggesting that, when given the opportunity to matriculate, they are just as likely to thrive as their continuing-generation peers.…”

Section: Discussionmentioning

confidence: 99%

First-generation and continuing-generation college graduates’ application, acceptance, and matriculation to U.S. medical schools: a national cohort study

Mason

Ata

Nguyen

et al. 2021

Medical Education Online

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Many U.S. medical schools conduct holistic review of applicants to enhance the socioeconomic and experiential diversity of the physician workforce. The authors examined the role of first-generation college-graduate status on U.S. medical school application, acceptance, and matriculation, hypothesizing that first-generation (vs. continuing-generation) college graduates would be less likely to apply and gain acceptance to medical school.Secondary analysis of de-identified data from a retrospective national-cohort study was conducted for individuals who completed the 2001–2006 Association of American Medical Colleges (AAMC) Pre-Medical College Admission Test Questionnaire (PMQ) and the Medical College Admissions Test (MCAT). AAMC provided medical school application, acceptance, and matriculation data through 06/09/2013. Multivariable logistic regression models identified demographic, academic, and experiential variables independently associated with each outcome and differences between first-generation and continuing-generation students. Of 262,813 PMQ respondents, 211,216 (80.4%) MCAT examinees had complete data for analysis and 24.8% self-identified as first-generation college graduates. Of these, 142,847 (67.6%) applied to U.S. MD-degree-granting medical schools, of whom 86,486 (60.5%) were accepted, including 14,708 (17.0%) first-generation graduates; 84,844 (98.1%) acceptees matriculated. Adjusting for all variables, first-generation (vs. continuing-generation) college graduates were less likely to apply (odds ratio [aOR] 0.84; 95% confidence interval [CI], 0.82–0.86) and be accepted (aOR 0.86; 95% CI, 0.83–0.88) to medical school; accepted first-generation college graduates were as likely as their continuing-generation peers to matriculate. Students with (vs. without) paid work experience outside hospitals/labs/clinics were less likely to apply, be accepted, and matriculate into medical school. Increased efforts to mitigate structural socioeconomic vulnerabilities that may prevent first-generation college students from applying to medical school are needed. Expanded use of holistic review admissions practices may help decision makers value the strengths first-generation college graduates and other underrepresented applicants bring to medical educationand the physician workforce.

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Demographic Factors and Academic Outcomes Associated With Taking a Leave of Absence From Medical School

Cited by 16 publications

References 3 publications

Impact of COVID-19 on Medical Education: Perspectives From Students

Impact of COVID-19 on Medical Education: Perspectives From Students

Comparison of Younger and Older medical student performance outcomes: A retrospective analysis in Japan

First-generation and continuing-generation college graduates’ application, acceptance, and matriculation to U.S. medical schools: a national cohort study

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